Do Children Learn to Read (and Fail to Learn to Read) in Different Ways from each Other?

There are several ways to read (and to spell) a word. One can decipher it letter by letter: one can divide the word into letter sequences and relate each sequence (-“ing”, -“ight”) to a sound; one can recognise the word as a distinctive visual pattern: one can remember that whole sequences of letters signify a particular word (“1” “a” “u” “g” “h” means “laugh”). What significance does this abundant choice of strategies have for children who are trying to learn to read?